Going the distance: why students' stories may hold the key to creating more effective online courses for adult learners.

• Online Access: http://hdl.handle.net/2047/D20291922

Online education and the number of adult students seeking a college degree have both skyrocketed in recent years. Also known as nontraditional learners, many of these students are turning to distance learning because of how accessible, affordable, and flexible it is. Yet despite being an attractive option, they are not succeeding online with attrition rates significantly higher in distance courses than face-to-face classes. The purpose of this narrative study was to listen to adult learners stories about their educational experiences, both past and present, to gain a better understanding of how these experiences have shaped the way they approached their distance coursework. Using the theoretical framework of andragogy the following question was posed: What are the lived experiences of working adults who have taken online courses in pursuit of their associates or bachelors degree after time away from formal education? Findings from this study show that adult students are goal-oriented, problem-centered, and proactive learners and that they gravitate toward distance learning because it is flexible and accessible. Many are going back to school for career advancement or to expand job prospects. Participants in this study had a much more positive experience in their distance classes than they had in their early education because they had chosen to go back to school, had more control over their learning, and were more confident in their abilities. Some of the same challenges they had in K-12 still existed, but they were able to handle them better. This research confirms that nontraditional learners possess unique characteristics and approaches to learning that educators should consider when designing distance classes for them.